The problem of family education and its influence on personal development currently covers national culture and traditions. However, developed and objective data on this issue are still insufficient. Optimal emotional contact, excessive emotional distance with the child, excessive concentration on the child and other aspects family education As the most important conditions for ensuring the psychological well-being of a child and his absence, they have too many aspects.
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Family education of a child as the basis for his comprehensive development
In modern domestic psychological and pedagogical literaturefamily educationviewed as a processpsychological and pedagogical interaction between parents and others family members with children in order to create the necessary social and psychological-pedagogical conditions for the harmonious development of the child’s personality, the formation of vitally important personal properties and qualities.
So, family education is the pedagogy of everyday life, the pedagogy of every day, it is an ongoing experiment, creativity, work that has no end, does not allow you to stop, freeze in complacent peace. Family pedagogy in Everyday life performs a great sacrament - the formation of a person’s personality.
The sociocultural phenomenon of the family, its evolution and stagnation (depression, stagnation), the ability to differentiate one’s own development experience, satisfy the basic needs of all family members for self-actualization, safety, acceptance and approval, personal growth and formation - these family indicators are closely interrelated with the biological, psychological and social functioning of each family member and are especially significant for children.
A family is a kind of collective; its members, different in age and profession, are connected by ties of kinship and run a common household in which children also take part. Relationships between family members are built on mutual love and respect, understanding and acceptance, support and mutual assistance. A special atmosphere in the family is created by a communicative culture of communication between all family members: children with parents and grandparents, brothers and sisters, etc. The enrichment of children’s life experiences and their spiritual and moral development depend on the level of interaction between family members. In modern conditions, the institution of family is considered as the main one in the upbringing and development of a child; along with the family, public and government institutions play an important role (kindergarten, school, institutions additional education and etc.). The specificity of raising children in a family is that, starting from the prenatal period of fetal development, the first days, months and years of a child’s life are considered the most responsible and difficult.
Contents of education in the familydetermined by the general goal of a democratic society. The family is obliged to form a physically and mentally healthy, highly moral, intellectual developed personality, ready for the upcoming labor, social and family life. The implementation of this approach of Russian society to family education involves its implementation in several independent but interrelated areas.
With the birth of a child, new and complex tasks appear in the family, and one of the first and main such tasks is providingphysical development and educationchild. This is child care, timely and proper nutrition, walks, hardening the body and instilling sanitary and hygienic skills. For children early age It is important to organize games with object toys (rocking, feeding, rolling, putting to bed, etc.). These play activities introduce the child to the world of adults and improve his physical capabilities and broaden his horizons.
Moral educationin the family, the formation of the child’s personality as a future active participant in interpersonal interaction is a core component. It involves the formation of enduring human values in the younger generation - love, respect, kindness, decency, honesty, justice, conscience, dignity, duty, etc.
Education in the family should be aimed at creating a culture of feelings. This is education reverence (deepest respect), respect for parents, elders, close to the fear of offending, upsetting relatives and friends. Raising awe by parents contributes to the formation obedience , which is especially important in modern conditions, when there is a loss of such criteria as “possible” and “impossible”. Cultivating reverence contributes to the formation of relationships towards another person, feelingsunderstanding and suffering. The family is obliged to create conditions for nurturing in the child a sense of shame, bashfulness, which is characteristic of every person, so as not to allow him to die out in childhood. Culture plays an important role in raising children in a family.consumption, abstinence, self-restraint. To do this, it is necessary to formulate in children the need for and adherence to a daily routine, hardening, performing household duties, relevance, and moderation in food. It is necessary to pay special attention to education truthfulness children in the family, for this, parents and adult family members must be an example in words and deeds, not deceive children and not give them false messages. Nurturing feelings will - This is character education. Also A.S. Makarenko proposed exercises for training the will and called them “failing gymnastics.” IN modern pedagogy and psychology has accumulated a sufficient number of exercises for cultivating the will, for example, praising yourself for demonstrating volitional efforts: you didn’t want to, but you did it, you couldn’t, but you learned, etc.
Education of conscience for children in the family, this is the most significant thing in the formation of spirituality. Conscience is an expression of self-awareness, it is the voice of the inner “I”, it is the cultivation of conscious responsibility for oneself. N.E. Shchurkova notes in her research that conscience is the basis of universal morality. A person’s morality is determined by its condition. Conscience can be: calm, clear, weak, dead, “burnt” - this is an extremely dangerous state, a person loses the boundaries of what is permitted, does not feel responsibility, loses a sense of the value of the world, man, the creator. This leads to vices and crimes.
Parents and adults in the family should know that upbringing feelings in children are carried out through the classical feeling, which is present in literature, music, and fine arts. To do this, you need to read, discuss what you read with your children, go to museums, exhibitions, theaters, analyze what you see, teach them to see and admire the beautiful. An important place in the education of feelings in children is occupied by word . In modern conditions, an irreverent attitude towards the word, oblivion of its spiritual foundations, has led to the devaluation, desacralization (impoverishment) of the active vocabulary of not only children, but also adults themselves. This is confirmed by the frequent use of profanity by an adult in the family, in public places, which sets a bad example for children.
Family plays a big role inlabor education. Labor education lays the foundation for future independent life - professional and social activities in the interests of the state, society and one’s own family. Children are directly involved in household work, learn to serve themselves, and perform feasible labor duties to help their father and mother. Their success in learning, as well as in general labor education, depends on how the labor education of children is carried out even before school. The presence in children of such an important personality quality as hard work is good indicator their moral education. It is important to teach children to self-service, help the family with housework and housework, and to please loved ones with their work. Parents, observing the work of their children from childhood, their hobbies, inclinations, will help them in the future in choosing a profession. Fostering hard work in a child is the highest moral indicator of a developing personality.
The family has favorable conditions foraesthetic educationchildren. Aesthetic education is designed to develop the talents and gifts of children, to give them an idea of the beauty that exists in life. A child’s sense of beauty begins with an acquaintance with a bright and beautiful toy, a colorfully designed book, or a cozy apartment. As the child grows, the perception of beauty is enriched when visiting theaters and museums. A good means of aesthetic education is nature with its beautiful and unique colors and landscapes. Excursions and trips with the whole family to the forest, to the river, to pick mushrooms and berries, and to go fishing leave indelible impressions that the child will carry throughout his life. When communicating with nature, the child is surprised, happy, proud of what he saw, heard the singing of birds - at this time the education of feelings occurs. A sense of beauty and interest in beauty help to cultivate the need to cherish and create beauty. The aesthetics of everyday life has great educational power. Children not only enjoy the comfort of home, but together with their parents learn to create it. In cultivating a sense of beauty, a significant role belongs to the manner of dressing correctly and beautifully. IN aesthetic education It is important to teach children not only to enjoy the beauty around them, but also to understand and cherish it in nature, specific actions, deeds and thoughts.
Intellectual education– involves the interested participation of parents in enriching their children with knowledge, developing their need for its acquisition and constant updating. The task of parents is to create conditions in the family formental educationand child development. It is important to teach children to observe natural phenomena, compare objects and phenomena, and identify similar and different ones. The atmosphere of intellectual life in the family is characterized by the fact that adults and children work, books are the main source of knowledge for all family members, there is a tradition of modern reading, and watching TV shows. Not the least place in the mental development of children is occupied by modern information technologies. Children master working on a computer faster than adults, so it is important that parents measure the amount of time they work with it and offer their children developmental games with constant difficulty, where the child must show ingenuity and the ability to analyze. However, without proper control on the part of adults, there is a danger of developing computer “gaming addiction” in children.
Intimate-emotional sphere family relations and love for a child have an influence that is unique in other conditions on his charactergender education.Of particular importance in this regard is the diversity of moral feelings, in the formation of which the family plays a decisive and decisive role. irreplaceable role. The child receives all the primary experience of platonic love and friendship in the family and, first of all, in the form of the mother’s love and respect. Having learned to love his mother, he will subsequently, as an adult, always respect a woman, motherhood, and family. Only in the family are born the moral and emotional values necessary for future family life - marital feelings, paternal and maternal, filial and daughterly affections. In a family environment, a girl receives her first lessons in femininity through the example of her mother, and a boy through the example of his father - masculinity. The family makes a known contribution to the development of psychologicalthe gender of the child, including a certain set of character traits, behavioral characteristics, attitudes, emotional reactions, etc.
The success of upbringing in a family can be ensured when favorable conditions are created for the growth and all-round development of the child. An important condition for the successful upbringing of children is the unity of requirements for children by all family members, as well as the same requirements for children from family and school. The lack of unity of requirements between school and family undermines the authority of the teacher and parents and leads to a loss of respect for them.
It is believed that sociocultural environmentis a leading component of family education. The family is the fundamental social unit of society. The effectiveness of education depends on her moral and physical health. A healthy family is fully connected with many other social communities: educational (kindergarten, school, university), professional, social, and other families. The wider and deeper the connections with them, the more meaningful, richer and more interesting her life, the stronger the family itself and the stronger its position in the system public relations.
The sociocultural environment of the family plays a decisive role in shaping the needs and motives of the child’s activities, which at various stages of the family’s life can include personal interest, love, the desire to do good, pride, healthy ambition, and family honor. Pedagogically competent organization of life in a family forms useful needs in a child: care for loved ones, love for them, spiritual communication and shared experiences, reasonable consumption of material goods, fulfillment of any household work out of conviction, habit and sense of duty, etc. First, the family, and then together the school and family constitute the content-organizational core of the holistic educational process, around and within which all other educational forces are concentrated, forming integrity in interaction.
The formation of the foundations of personality and its attitude to life depend on the sociocultural environment of the family. In turn, the effectiveness of family education depends largely on the connection between parents and the school (kindergarten). The interaction of family, school, and the public is a living process of organizing the entire life of children.
The family, as a specific manifestation of the sociocultural environment, is characterized by natural self-government, which presupposes the distribution of functions among all its members and their responsible performance. It forms an informal opinion on a variety of issues. public life. Consequently, the sociocultural environment of the family is a social microcosm, reflecting the entire set of social relations to work, events in domestic and international life, culture, each other, order in the home, family household, neighbors and friends, nature and animals. All this is the main nutritional environment in which children live and which they reflect in themselves.
The importance of the sociocultural environment of the familyin the formation and development of an individual is determined, first of all, by the fact that the relationships existing in it act as the first specific example of social relations that a person encounters from the moment of his birth. In addition, they focus and find a unique miniature expression of the entire wealth of social relations, which creates the possibility of early inclusion of the child in their system.
The formation of a child’s personality is laid in the family, under the influence of parental love for the sake of his future, under the influence of the authority of parents, family traditions. After all, everything that he sees and hears in the family, he repeats and imitates the adults. And this stage of the child’s own actions (namely actions, not actions) is key in the formation of personality. Thanks to this perfect action, the child enters the context social relations already playing a certain social role. The educational function of the family is that individual needs for fatherhood and motherhood, for contacts with children and their upbringing are satisfied, and that parents can be realized in their children. In the course of performing the educational function, the family ensures the socialization of the younger generation and the training of new members of society.
The educational process in the family has no boundaries, beginning or end. Parents for children are a life ideal, not protected in any way from the child’s gaze. The family coordinates the efforts of all participants in the educational process: school, teachers, friends. The family creates for the child the model of life into which he is included. The influence of parents on their own children ensures their physical perfection and moral purity. The family shapes such areas of human consciousness that only it can truly shape. And children, in turn, carry the charge of the social environment in which the family lives.
People raised without parental support
weasels, often crippled people.
A. S. Makarenko
1. The influence of the atmosphere of family life on the process and result of personal education.
2. Characteristics of family policy and demography in Russia.
Relationships between family and school in the educational process.
Family education and family law.
Basic concepts: family, family education, family functions, types of family education, family types, pedagogical culture of parents, family law.
1. The influence of the atmosphere of family life on the process and result of personal education
The family is one of the main tools that ensures interaction between the individual and society, integration and prioritization of their interests and needs. It gives a person ideas about life goals and values, what he needs to know and how he should behave. In the family, a young citizen receives the first practical skills in applying these ideas in relationships with other people, correlates his self with the self of other people, and learns the norms that regulate behavior in various situations of everyday communication. The explanations and instructions of parents, their example, the whole way of life in the house, the family atmosphere develop in children behavioral habits and criteria for assessing good and evil, worthy and unworthy, fair and unfair.
What a child acquires in the family during childhood, he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child is in it during the most significant period of his life, and in terms of the strength and duration of its impact on the individual, none of the educational institutions can compare with the family. It lays the foundations of the child’s personality, and by the time he enters school, he is already more than half formed as a person.
The family can act as both a positive and negative factor in education. The positive impact on the child’s personality is that no one except the people closest to him in the family - parents, grandparents, brother, sister - belongs to the child is better, doesn't love him that much and doesn't care about him that much. And at the same time, no other social institution can potentially cause as much harm in raising children as a family can do.
Currently, family problems are studied by many sciences: economics, law, sociology, demography, psychology, pedagogy, etc. Each of these sciences, in accordance with its subject, reveals the system or other aspects of its functioning and development. Pedagogy examines the educational function of the family of modern society from the point of view of goals and means, the rights and responsibilities of parents, the interaction of parents in the process of raising children with school and other children's institutions, identifies the reserves and costs of family education and ways to compensate for them.
A family is a social and pedagogical group of people designed to optimally satisfy the needs for self-preservation (procreation) and self-affirmation (self-esteem) of each of its members. The family creates in a person the concept of home not just as a room where he lives, but as feelings, sensations, where they love, understand, protect.
TO basic functions families include:
generative function, caused by the need to continue the human race, which is not only a biological need, but also has enormous economic importance for the preservation of the population. A family without children is spiritually inferior.
The family’s performance of its generative function is influenced by the quality of the population’s health, the level of healthcare development in the country, etc. According to experts, 10-15% of the adult population for health reasons are not able to have children due to adverse environmental impacts on them, poor lifestyle, illnesses, poor nutrition, etc.;
function primary socialization pupils is due to the fact that born children carry within themselves only the inclinations, prerequisites, and signs of a “reasonable man.” In order for a child to gradually enter society, for his inclinations to manifest themselves, communication and activity are necessary precisely in the family as the primary and original social unit.
The family influences the socialization of children not just by the very fact of its existence, but by a favorable moral and psychological climate, healthy relationships between all its members;
economic and household function. Historically, the family has always been the basic economic unit of society.
The profound socio-economic changes that are taking place in Russian society are once again activating those aspects of the economic and household functions that were almost eliminated by previous development. The accumulation of property, the acquisition of property and the problems of its inheritance increase the role of the family in economic relations; hedonistic the function, which is also commonly called the function of healthy sexual relationships, is associated with the presence of a general biological sexual need in a person, the satisfaction of which is as important as the needs for food, housing, etc. A superficial attitude towards physical intimacy, irregular relationships with casual partners outside the family are not they only deprive
physical love its psychological richness and depth, but also entail sad criminal or medical consequences;
recreational and psychotherapeutic
the function of the family is explained by the fact that the family is the sphere of absolute security, absolute acceptance of a person, regardless of his talents, life success, financial situation, etc. A healthy, non-conflict family is the most reliable support, the best refuge where a person can hide from everyone the encroachments of the not always friendly outside world. Raising children is not only a private matter for parents; the whole society is interested in it. - This is a system of upbringing and education that develops in the conditions of a particular family and by the efforts of parents and relatives.
Family education is a complex and multifaceted system. It is influenced by heredity and biological (natural) health of children and parents, material and economic security, social status, way of life, number of family members, place of residence, attitude towards the child.
All this is organically intertwined and manifests itself differently in each specific case. Purpose
family education is the formation of such personality qualities that will help you painlessly adapt to adult life and adequately overcome the difficulties and obstacles encountered along the path of life. What are tasks
family education? They are to:
Create maximum conditions for the growth and development of the child; convey the experience of creating and saving the family
, raising children in it and relations with elders;
teach children useful applied skills and abilities aimed at self-care and helping loved ones; cultivate a feeling self-esteem
, self-values. Most common principles
family education are:
humanity and mercy towards a growing person;
Involving children in the life of the family as equal participants;
openness and trust in family relationships;
optimal relationships in the family;
consistency of elders in their demands;
Providing all possible assistance to the child, willingness to answer questions.
In addition to these principles, there are a number of private rules that are no less significant for family education: prohibition of physical punishment, do not moralize, do not demand immediate obedience, do not indulge, etc.
Moral education occupies a central place in family education. First of all, this is the education of such qualities as benevolence, kindness, attention, mercy towards people, honesty, and hard work. IN last years The role of religious education in the family with its cult is increasing human life
and death, with many sacraments and rituals.
There are several types improper family upbringing.
Neglect, lack of control. This type is most often characteristic of parents who are overly busy with their own affairs and do not pay due attention to their children. As a rule, in such families, children are left to their own devices and often fall under the influence of negative factors in the social environment (“street groups”, etc.).
Overprotection. At this type the child's life is under vigilant and tireless supervision, he is constantly faced with numerous prohibitions. As a result of this, the child gradually becomes indecisive, lacking initiative, unsure of his abilities, and does not know how to stand up for himself. Often in children, especially teenagers, this results in a rebellion against parental dominance; they can fundamentally violate prohibitions. Another type of overprotection is education according to the type of “idol” of the family. The child gets used to being the center of attention, his wishes and requests are unquestioningly fulfilled, he is admired, and as a result, having matured, he is not able to correctly assess his capabilities and overcome his egocentrism. Such a person has difficulty adapting to a team.
Cinderella-type education. This type of family education is characterized by parents’ indifference to their children, coldness, and emotional abandonment. The child feels that his father or mother does not love him and is burdened by him, although from the outside it may seem that the parents are quite attentive and kind to him. The child experiences especially strongly when someone else in the family is loved more. This situation contributes to the emergence of neuroses, excessive sensitivity to adversity or embitterment in children.
"Hard Parenting" For the slightest offense, the child is severely punished, and he grows up in constant fear. K. D. Ushinsky noted that fear is the most abundant source of vices: cruelty, opportunism, servility, etc.
Education in conditions of increased moral responsibility. From an early age, the child is instilled with the idea that he must necessarily justify the numerous ambitious hopes of his parents, or else he is entrusted with unbearable worries that are not childish. As a result, such children develop obsessive fears and constant anxiety for the well-being of themselves and their loved ones. In such cases, neurotic breakdowns are possible, and relationships with others are difficult to develop.
Child endangerment syndrome. This is one of the most unacceptable types of family education, associated with physical punishment of children, when children are influenced through fear.
Physical punishment causes physical, mental, and moral trauma, which ultimately leads to a change in the child’s behavior. Boys are most often subject to physical punishment. Subsequently, they themselves often become cruel. They begin to enjoy humiliating others, beating them, mocking them.
The most favorable relationship between parents and children is when they experience a strong need for mutual communication, show frankness, mutual trust, and equality in relationships, when parents are able to understand the child’s world and his age-related needs. Less orders, commands, threats, reading morals, and more ability to listen to each other, the desire to find joint solutions - these are the keys to effective family education.
I APPROVED
Director of secondary school No. 19
Shagabutdinova N.S.
Program
"Schools of family education" for 2017-2018
academic year
Kostanay, 2017
Explanatory note Interaction between family and school – goal-oriented process
, as a result of which favorable conditions are created for the development of the child. The higher the level of this interaction, the more successfully the problems of raising children are solved. One of the most important functions of the family is the educational function. Family is the most important tool
socialization of the younger generation. It is here that the child receives his first labor skills. He develops the ability to appreciate and respect the work of people, he gains experience in caring for parents, relatives and friends. At the same time, when the majority of families are involved in solving problems of economic and sometimes physical survival, the social tendency of many parents to withdraw themselves from solving issues of education and personal development
children.
The family, as a full-fledged component of society, plays a priority role in raising children. The life of society is characterized by the same spiritual and material processes as the life of the family. Consequently, the higher the culture of the family, the higher the culture of the entire society. The educational institution was, is and remains one of social institutions
, ensuring the educational process and real interaction between the child, parents and society. The Family Education School program is designed to ensure this process. creating psychological and pedagogical conditions for interaction between the school and the parent community and students, developing and strengthening partnerships between them, increasing pedagogical culture parent community, creating the maximum comfortable conditions for personal growth and development of students.
Tasks:
To form psychological and pedagogical literacy of the parent community;
Promote knowledge about healthy life;
Demonstrate positive experience in raising children in the family;
Intensify the search for new means and methods that increase the effectiveness of educational interaction;
To increase the role of additional education of students in the development of forms of family leisure, organization of joint activities of children and adults.
Forms of interaction between the teaching staff and the parent community: parent meetings, lectures, individual consultations, collective meetings.
The main directions in the work of the teaching staff with students’ families are determined as follows:
Study of families and conditions of family education;
Promotion of psychological and pedagogical knowledge;
Activation and correction of family education through work with parental assets, differentiated and individual assistance to parents.
Expected result:
Based on the results of the program, we expect:
Strengthening connections with family;
Increasing psychological and pedagogical education of parents;
Increasing the responsibility of parents for the upbringing and education of children.
Work plan of the “School of Family Education”
for the 2017-2018 academic year
| Event name | Implementation deadlines | Responsible | Final result |
|
| Drawing up a school social passport | September | Class teachers Social teacher | School passport |
|
| Meeting of parents with class teachers, identification of candidates for work in the parent committee of the class | September | Class teachers | Protocol |
|
| Introducing the parent community to the planning and objectives of the school for the 2017-2018 academic year | September | Class teachers | Protocol |
|
| School-wide event “Family is the basis of spiritual revival” | September | Director Deputy director according to BP Educational psychologist Class teachers | Analytical information |
|
| Consulting parents on “Difficulties in the student’s adaptation period” (on request) | September October | Psychologist | Analytical information |
|
| Sports and family relay race “Mom, Dad, I am a sports family” | September | Teachers physical culture | Analytical information |
|
| Lecture “Legal Responsibility of Parents” | September | School Inspector | ||
| Parent meeting “Adaptation of a first-grader” | September | Class teachers of 1st grade Educational psychologist | Protocol |
|
| Parent meeting “Features of the adaptation period” | September | Class teachers of 5th grades Educational psychologist | Protocol |
|
| Exhibition of family newspapers. | Class teachers | Information |
||
| Parent conference “The role of mother in the life of a teenager” | Director Deputy director according to BP Educational psychologist | Protocol |
||
| Parent meeting “Punishment and reward in the family: pros and cons” | Class teachers Educational psychologist | Protocol |
||
| Lecture hall " Crisis periods in child development" | Deputy director according to BP Educational psychologist Class teachers | Information |
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| Workshop meeting for parents. | Class teachers | Analytical information |
||
| Lecture “Rewards and punishments and their role in raising children” | Deputy director according to BP Educational psychologist Class teachers | Information |
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| Meetings: “Instilling hard work and responsibility in a child in the family”; “Professional intentions and professional opportunities of high school students. Motives for choosing a profession.” | Educational psychologist Class teachers | Protocol |
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| Creative work competition “Family Pedigree”, dedicated to the history of your family | Deputy director according to BP Class teachers | Information |
||
| Lecture “Constructive communication in the family and its impact on children’s development” | Deputy director according to BP Educational psychologist Class teachers | Information |
||
| Curiosity is one of the reasons for the involvement of minors in drug use (prevention bad habits) | Educational psychologist Class teachers | Information |
||
| Congratulations to the village grandparents on Victory Day. | Deputy director according to BP Class teachers | Information |
||
| Lecture – consultation: Vocational guidance for 9th grade students | Educational psychologist Class teachers | Information |
||
| Essay competition "My family" | Class teachers Teachers of Russian language and literature | Information |
||
| Joint activities of representatives of the parent community, students and teaching staff in celebrating the New Year, International women's day, Nauryz, Armed Forces Day. | During a year | Deputy director according to BP Class teachers | Information |
|
| Individual consultations parent community on the problems of raising children in the family (on request) | During a year | Educational psychologist | Analytical information |
|
| Providing assistance to troubled families | During a year | Deputy Director for BP Social teacher Educational psychologist | Information |
|
| Thematic class hours: “I am in debt to my mother”, “Culture of behavior in the family”; | During a year | Class teachers | Protocol |
|
| Regular visits to problem families; | During a year | Class teachers Social teacher | Act of visit |
|
| Preventative work with the school inspector | During a year | Class teachers Social teacher Educational psychologist | Information |
|
| Individual reports from class teachers on the current performance and attendance of students from problem families; | During a year | School administration | Information |
|
| Open classes, events with the participation of parents | During a year | Class teachers | Information |
|
| Working with dysfunctional families | During a year | Class teachers Social teacher School Inspector | Information |
|
| Publication in the media about the activities of the School of Family Education | During a year | School administration |
Character, health, success in life, self-confidence in a person begins with his family, with his family upbringing. The formation of a person’s personality begins with it. He will become an optimist or a pessimist, an egoist or an altruist, he will bury his head in the sand like an ostrich, or he will not be afraid to take responsibility - all this depends on the person’s upbringing and the example of his parents. So, let's understand the intricacies of raising a family healthy child to different age periods and raising children who are not entirely healthy. Family education of children and its featuresNowadays, the tasks of family education differ significantly from the period of Soviet times. If previously the main and common task of the family and school was to educate collectivism, patriotism, activity, and hard work for the benefit of society, today the family and school educate the individual, discover individual talents and abilities, no one educates anyone according to one line and in a stereotyped manner. Today, children know their rights and often quote the UN Convention on the Rights of the Child. Was this possible 30 years ago? At the same time, previously, citizens of the country were always under the protection of the state, they were guaranteed the right to work, health care, free education and stable prices, and today, in the times of capitalism and democracy, from childhood a child is taught that for his right on full life you need to fight, winning your place in society, defending yourself in fierce competition. And he sees and hears all this from the example of his parents. They are the ones who clearly and systematically demonstrate the need to adapt to the requirements of today’s times, and sometimes to combat its challenges.
Yes, such relationships should be built on love and respect. And here it is very important not to cross the line of love that separates true love from spoiled child syndrome. Using the example of many families, one can observe how a child in the family becomes an idol, who is not denied anything, who always has the best, and who dictates to mom and dad what to do and when. For such parents, upbringing becomes not the formation of the child’s personality, his life experience, restrictions and adherence to moral rules, but rather window dressing with a predominance of material values in his own child from an early age. Such reliable and blind love is not enough to form a strong personality. Then the child will get used to the fact that there are always parents behind him who will “get out of their skin”, but will give him their best and do everything for him. In such families, upbringing comes down to the fact that the baby becomes the center of all family tasks and leisure. In essence, family upbringing and love are replaced by the presence of all kinds of material values in the child’s life. But there is another form of family education, which is chosen by the wise and modern parents. This is a partnership relationship. The child clearly knows what is possible and what is absolutely not allowed (there should be no exceptions for grandparents); when it is possible not to do something, and when fulfilling the requests (not orders) of parents is obligatory. In such families, the child will not lie, because he has been taught to always tell the truth, no matter what it is. He is not afraid of being punished, but rather worries about upsetting his mom and dad. Features of family education today are the ability of parents to see the future in the life of their baby. This means that from early childhood it is necessary to recognize his abilities and inclinations, respect him as a person, and develop faith in himself and his success. Family education in our time is the ability to form in a child correct ideas about the real side of life, and not to put “rose-colored glasses” on him and hide from problems behind his broad back. Family education of preschool childrenParenting in a family begins from diapers. However, many parents limit themselves to just changing diapers and meeting the physical needs of their children. All this begins from the period of infancy. Then family education proceeds chaotically, since parents are hampered by the following circumstances:
It is this inability of parents to raise their children in the family from preschool age that leads to conflicts in adolescence, in school, and in social adaptation.
Family education of children at schoolBy the time a child starts school, it is already possible to clearly observe the styles of relationships between parents and children. There are several of them:
Family education of children with developmental disabilitiesWhat could be better than a healthy and smart child? But, unfortunately, many parents do not have such happiness. Their children have developmental disabilities and, of course, they are forced to adjust their family upbringing. There are different attitudes of parents towards their child's defect. This attitude determines the methods of education:
Both types of parental attitudes towards a child with developmental disabilities lead to the formation of mental trauma in him. Thanks to their parents, such children develop secondary deviations in mental development. To avoid this, parents of such children at all ages should consult with specialists - psychologists, doctors, rehabilitation specialists. Only systematic interaction with them will help not only competently form a disabled child as an individual, but also adapt him to life in society.
Family education of children with intellectual disabilitiesIf you look at the root, as Kozma Prutkov said, then in most cases, their parents are to blame for the mental retardation of children. For some it is an irresponsible attitude towards pregnancy, for others it is heredity, for others it is karma. 13% of such children have parents who are alcoholics, drug addicts and criminals. You should know that a third of children with intellectual disabilities are born to parents who are graduates of special schools. That is, their parents themselves have a certain form of intellectual disability. The parents of such children have the same level of education and social status. Such families often break up or the functions of education in them are delegated to grandmothers. Children with intellectual disabilities are very often raised in boarding schools. And this, of course, destroys their relationship with their parents. In such families, two types of relationships usually also appear: overprotection or complete indifference. Overprotection shapes the behavior of an ostrich in a child. Then there can be no question of fostering any kind of independence.
Complete indifference to a mentally retarded child is a further lag in mental and mental development. When parents, and most often this is the mother, are attached to the child, love and engage with him, consult with specialists in development issues, then he gains self-confidence and actively explores the world. Family psychotherapy with mothers can significantly facilitate the family upbringing and development of such a baby. When providing assistance to the mother and the family as a whole, the specialist gives specific recommendations and emphasizes that spiritual communication with your child is a powerful source of positive changes in him. Family education of children with speech disordersMany parents do not understand why their children are characterized by speech development disorders. They are often offended and take out their dissatisfaction on their children. However, such parents should understand that everything is learned by comparison. And speech impairment compared to severe disability, mental retardation is not such a disaster. Today, when speech therapy moves forward with progressive steps, parents need to find good specialist for activities with a child. And, of course, create an environment for him in the family that would harmonize his development. Patience, understanding, love for the baby should be the dominant principles of family education. After all, sometimes it is the wrong style of relationships with children that forms speech defects in the latter. Inadequate parental attitudes and an authoritarian parenting style are factors in the occurrence of speech disorders. That is why the main task of a speech therapist in working with such parents is to optimize the relationship between parents and children. Working on children's speech defects is a common task for specialists and parents. If a child sees that both his mother and a speech therapist are working with him, he will try harder, and repetitions will only contribute to speech correction. In addition, parental attention to the child always produces the desired effect. Diagnosis of a child’s speech is usually carried out in kindergarten. Speech therapists are already working with the children there, and perhaps they will advise parents on certain areas of work and correction. We are talking about cutting the frenulum of the tongue, which sometimes interferes with pronouncing the sound “r”. Of course, there are parents who are inert to the advice of specialists and do not have time to do this. And then such children grow up with an inferiority complex, they are uptight, they are laughed at at school because of their burr. Wise family education is always attention to the child, his joys, experiences, defects and problems. There are no problems that cannot be overcome with the love and patience of a mother.
Especially for - Diana Rudenko Like all educational institutions, the school is called upon to sow “reasonable, good, eternal.” By modern standards, our school is small - it has 314 students, so the entire teaching staff knows each student by name and surname, his mental, psychological, physical characteristics, strengths and weaknesses, family composition, style of relationships with parents and classmates, knows his hobbies . However, no teacher, no matter how talented, can replace father and mother in education. First of all, they can lay the foundation of goodness in a child, warn him against evil, and teach him decency. In the context of dynamic changes in our society, when many traditions of Russian family education have been lost, the level of family breakdown is high, many children do not feel the value of family relationships. Currently, there are socio-economic factors at work, which, on the one hand, have led to the expansion of the economic function of the family, on the other, to a weakening of the educational function, which negatively affects both the family and society as a whole. Today, many parents are forced to work two or three jobs to provide for their family. They physically do not have enough time to raise children, and parents who have both the time and the desire to work with children often lack basic knowledge. Today, the psychological and pedagogical illiteracy of many of our parents is evident. Unfortunately, there are fathers and mothers who withdraw from raising their own children and abandon them to their fate. As a result, there are 2.5 million neglected and street children in the country. This is much more than in the war and post-war years. The statistics are inexorable: 425 thousand children are registered in units for the prevention of delinquency among minors. About 200 thousand teenagers commit crimes every year, sometimes so terrible that, according to police officers and psychologists, repeat offenders do not dare to commit. Undoubtedly, the figures and facts presented in this article cause bitterness, anxiety and resentment towards the state, which is unable to create acceptable living conditions for every family. But they also help to understand that the power will become stronger only when every Russian family becomes stronger. Our program is only a small step towards strengthening families and protecting children's rights. What matters is that it's done. After all, it is known that the one who walks will master the road. Goal: Strengthening the prestige and role of the family in society.
The main directions in the work of the teaching staff with students’ families are determined as follows:
When working with families, teachers are guided by principles:
Family diagnostics Goal: to identify opportunities, factors of family education that have the most positive impact on the child, and to establish sources of influence on children and possible ways to overcome them.
Forms of working with families I. Diagnosis of families. Drawing up a socio-pedagogical passport of class groups. II. Organization of parent support to school. III. School for parents of future first-graders. IV. Providing social and pedagogical assistance to disadvantaged families. Event plan I. Pedagogical lecture “Parents about you and for you”: I quarter General school Parent meeting: “Psychological and pedagogical problems in childhood” II quarter Stage I of training – “Punishment and reward in the family: pros and cons”; II stage of education – “Family - healthy lifestyle”; III stage of training – “The influence of the psychological climate in the family on the health of the child.” III quarter Stage I of education – “The health of our child: tips on how to preserve it”; Stage II of education – “Cultivating hard work and responsibility in a child in the family”; III stage of education – “Professional intentions and professional capabilities of high school students. Motives for choosing a profession.” IV quarter School-wide parent meeting: “The role of the family in organizing children’s educational work and leisure time” II. Parent conference “The role of mother in the life of a teenager” (grades 1-11); III. Activities held with students 1. I stage of education: Conversations with students on topics: “The importance of family in a person’s life”; “On respect for mother and father, grandparents, brothers and sisters”; Learning poems and songs on these topics; Making your own gifts for parents for the holidays; Outings into nature with parents. 2. II stage of education: Conversations with students on topics: “Your family of origin” “Fire of the Hearth” Gatherings, hen parties, situational class hours “Your responsibilities in the family”, “You and your parents”, creative family exhibitions. 3. III stage of education: Thematic class hours: “I am in debt to my mother”, “Culture of behavior in the family”; Evening discussions on the topics “Is this a personal matter - personal happiness?”, “How to preserve love?” Competition of essays on the topics “Everything beautiful on earth comes from love!”, “ Beautiful person– this means…”, “Daughters and mothers”. IV. Active participation in district and regional family education events. V. Familiarity with regulatory documentation: Family Code of the Russian Federation; Convention on the Rights of the Child; Constitution of the Russian Federation; School Charter; Regulations on the CDN. Stages of program implementation The program lasts 3 years. Stage 1 – preparatory (2005-2006 academic year) Analytical and diagnostic activities. Determination of strategy and tactics of activity. Stage 2 – practical (2006-2007 academic year) Testing and use in work in this area of personality-oriented technologies, forms, techniques and methods of work, social and psychological-pedagogical support for the child’s personality. 3rd stage – generalizing (2007-2008 academic year) Processing and interpretation of data for 3 years. Correlation of program implementation results with the set goals and objectives. Determining prospects and ways for further development of the school’s work on family education. Expected result Based on the results of the program, we expect: Strengthening connections with family; Increasing psychological and pedagogical education of parents; Increasing the responsibility of parents for the upbringing and education of children.
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